SOUTHEAST READING IMPROVEMENT Jessica Morgan Intervention Specialist

RESPONSE TO INTERVENTION Park Hill utilizes the Response to Intervention model for providing reading interventions to students in need:  Tiers of RTI:  Tier I: Classroom instruction based on Instructional Framework  Where? General classroom  When? All day!  Tier II: Strategic Intervention in addition to classroom instruction- delivered in a small group setting- progress monitoring (DIBELS) done on a weekly basis to assess progress  Where? Reading Improvement, ESL, SPED  When? Grade level Intervention Time  Tier III: Intensive Intervention in addition to classroom instruction- delivered in a small group setting- progress monitoring (DIBELS) done on a weekly basis to assess progress  Where? Reading Improvement, ESL, SPED  When? Grade level Intervention Time  Placement decisions are based on the Park Hill IARS guidelines using student data

READING INTERVENTION BY GRADE LEVEL  Each grade level has a designated 40-minute block for reading/ELA interventions.  First 20 minutes of grade level block:  Tier 2 Students: Mrs. Morgan will provide a strategic intervention to these students before they return to the classroom  Tier 3 Students: These students will work on SuccessMaker on the computers (differentiated reading program)  Second 20 minutes of grade level block:  Tier 3 Students: Mrs. Morgan will provide intensive strategic intervention to these students before they return to the classroom.

ASSESSING PROGRESS  Each Friday, all students receiving Tier 2 and Tier 3 interventions with Mrs. Morgan will be assessed on their progress.  These assessments are brief and align with the type of intervention your student will be receiving.  Data from these assessments is updated weekly so we can evaluate the effectiveness of the intervention.  If progress is not made after 6-8 weeks, the intensity or type of intervention will change.

GRADE LEVEL INTERVENTION SCHEDULE  Kindergarten: 10:50-11:30am  1 st Grade: 10:10-10:50am  2 nd Grade: 12:50-1:30pm  3 rd Grade: 1:30-2:10pm  4 th Grade: 11:30-12:10pm  5 th Grade: 9:00-9:50am  Additional Interventions/Newcomers: 9:50-10:10am  Additional Interventions/Newcomers: 2:10-2:30pm Note: At times, there will be students who receive interventions outside the designated classroom time if their need better aligns elsewhere.

KEY INTERVENTIONS If your child is receiving reading interventions, here are some key intervention terms you may come across:  Reading Mastery: Research-based reading program delivered in a small group setting. The student will utilize a textbook and a workbook to move through this program. This intervention is available for kindergarten through 5 th grade.  SuccessMaker: Online reading intervention that provides instruction and practice at the child’s instructional level. This intervention is available for kindergarten through 5 th grade.  Jolly Phonics: This intervention focuses on letter identification, letter sounds, and early reading skills. It is most appropriate for kindergarten through 2 nd graders.  Corrective Reading: Research-based reading program delivered in a small group setting. The students will utilize a textbook and a workbook. It follows a very systematic pattern of instruction and is appropriate for 3 rd -5 th grades.

EVALUATING PROGRESS AND NEXT STEPS  After 6-8 weeks of a designated reading intervention, the special services teachers (Reading, ESL, SPED, admin.) will meet with the classroom teacher to assess progress made and decide upon the next step. Here are possible outcomes:  Dismissed from Reading Improvement: Because of progress, the child is no longer in need of reading interventions. If this is the case, your child’s progress will continue to be monitored to ensure he or she remains successful.  Continue with Intervention: While growth is being made, additional time in the intervention is necessary.  Increase in Intensity: Because of a lack of growth or very little growth, the intensity of the child’s reading intervention will be adjusted.

HOME SUPPORT FOR READING ACHIEVEMENT Literacy materials in the home. Numerous studies have demonstrated the benefits of increasing students' exposure to literacy materials in their homes, especially for lower-achieving students (e.g., Goldenbery et al. 1992; Koskinen et al. 1995). A relationship between students' access to home literacy materials and their reading achievement is consistent with findings from the NAEP 1994 reading assessment. Students were asked about the presence of four types of literacy materials in their home-magazines, newspapers, encyclopedias, and at least 25 books. As shown in table 1, on average, students who reported having more types of literacy materials in their homes also had higher average reading proficiencies. Significantly fewer 12th-graders in 1994 than in 1992 reported having all four types of literacy material in their homes. Fourth- and eighth- graders do not report a change from 1992 to 1994 in the number of different kinds of reading materials in their homes. Since 4th-, 8th-, and 12th-graders were sampled using the same techniques, the data do not suggest an overall trend in the amount of literacy materials in the home.table 1 Reading for fun. The connection between leisure reading activities and reading achievement has been established by numerous studies (e.g., Watkins and Ewards, 1992). Part of the reason for this connection may be that students who frequently read for fun not only gain practice in the process of reading, but also are likely to be exposed to a broad scope of topics and situations in their reading that can provide a base from which future reading experiences are enriched and made more meaningful. A clear connection between frequent reading for fun and higher average reading scores is suggested by the NAEP 1994 (and 1992) results. At all three grades, students who more frequently read for fun on their own time had higher average proficiencies. While it may be that students who read for fun gain more practice and background knowledge, it may also be that students with better reading achievement are more likely to read for fun in the first place. Twelfth-grade students reported reading for fun less in 1994 than in 1992, as shown in table 2. This change is not reported for 4th- and 8th- grade students, who read for fun in 1994 as often as they reported reading for fun in 1992.table 2 Literacy discussions with family and friends. When students discuss their schoolwork at home, they establish an important link between home and school. Several recent studies have documented the increased achievement of students whose parents have become more involved in their schooling (Heller and Fantuzzo, 1993; Christenson, 1992). As with the 1992 NAEP reading results, more frequent discussions about studies were associated with higher average proficiency. Similarly, more frequently talking about reading was associated with higher reading proficiency (table 3). There was a significant decline in the percentage of 12th-grade students who reported discussing studies at home once or twice a month. Significantly more 12th-graders in 1994 than in 1992 reported never having these discussions. Such a decline was not reported for 4th- and 8th-graders.table 3 Television viewing habits. Many studies, including NAEP reports, have indicated a negative relationship between television viewing and reading achievement (Mullis, et al. 1993; Beentjes and Van der Voort, 1988). One major concern has been that time spent watching television may be displacing time that students could spend on literacy-related activities. In 1994, students who reported watching at least four hours of television daily displayed lower average reading scores than their peers who watched less television each day (table 4). The data do not show any changes in television watching from 1992 to 1994.table 4 Information from the National Center for Education Statistics

LEADER IN ME Each student will utilize a Leadership/Data Folder to track the following information:  Specific reading goal with an action plan.  Progress made during weekly assessments.  Weekly effort toward individual goal.  Daily SuccessMaker progress, if utilized. As a Tiered group, we will track overall weekly effort, as well as the overall area in literacy that each student is working toward making progress.  Individual student data will not be displayed publically for other students to view. The Leader in Me expectations and verbiage will be utilized so consistency is present.

THANK YOU SO MUCH FOR YOUR SUPPORT!